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The Effectiveness Assessment and Optimization Path of BOPPPS Teaching Model in Teaching English to New Liberal Arts Majors

Man Guo

Man Guo

School of Foreign Languages, Wuhan University of BioengineeringWuhan, China
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Guo, Man
  
21 mar 2025
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Publicado en línea: 21 mar 2025
Recibido: 16 nov 2024
Aceptado: 15 feb 2025
DOI: https://doi.org/10.2478/amns-2025-0672
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© 2025 Man Guo, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Figure 1.

Structure of BOPPPS model
Structure of BOPPPS model

Figure 2.

The corresponding relation of the first-and second-level indicators
The corresponding relation of the first-and second-level indicators

Figure 3.

The third level index evaluation results of English teaching mode
The third level index evaluation results of English teaching mode

Figure 4.

The primary and secondary level index evaluation results of English teaching mode
The primary and secondary level index evaluation results of English teaching mode

Figure 5.

The descriptive statistics of the first instant test
The descriptive statistics of the first instant test

Figure 6.

The descriptive statistics of the second instant test
The descriptive statistics of the second instant test

Figure 7.

Descriptive statistical results of delayed test results
Descriptive statistical results of delayed test results

Independent sample T test for the first instant test

Levin variance equivalence test Average equivalent T test
F Sig t Df Sig (Double tail) M.D. S.E.
Total Assumed equal variance 0.25 0.76 0.48 94 0.68 1.55 2.25
Assumed unequal variance 0.48 93.12 0.68 1.55 2.24
Individual selection Assumed equal variance 0.04 0.71 0.62 94 0.23 0.28 1.34
Assumed unequal variance 0.62 92.27 0.23 0.28 1.36
Completion filling Assumed equal variance 0.26 0.64 0.26 94 0.57 0.51 2.26
Assumed unequal variance 0.26 92.53 0.57 0.51 2.24
English reading Assumed equal variance 0.61 0.65 0.22 94 0.54 0.48 1.61
Assumed unequal variance 0.22 93.51 0.54 0.48 1.68
English writing Assumed equal variance 0.27 0.67 0.58 94 0.38 0.28 3.27
Assumed unequal variance 0.58 93.22 0.38 0.28 3.28

Independent sample T test for the second instant test

Levin variance equivalence test Average equivalent T test
F Sig t Df Sig (Double tail) M.D. S.E.
Total Assumed equal variance 1.26 0.25 2.41 94 0.32 1.88 2.25
Assumed unequal variance 2.41 93.32 0.32 1.88 2.24
Individual selection Assumed equal variance 0.31 0.71 0.57 94 0.28 0.31 1.71
Assumed unequal variance 0.57 92.47 0.28 0.31 1.72
Completion filling Assumed equal variance 0.64 0.47 2.52 94 0.37 0.29 3.47
Assumed unequal variance 2.52 93.51 0.37 0.29 3.48
English reading Assumed equal variance 0.74 0.24 0.39 94 0.62 0.73 1.24
Assumed unequal variance 0.39 92.71 0.62 0.73 1.26
English writing Assumed equal variance 0.62 0.46 1.55 94 0.46 0.55 2.46
Assumed unequal variance 1.55 92.75 0.46 0.55 2.45

Results of the independent sample t test for delayed results

Levin variance equivalence test Average equivalent T test
F Sig t Df Sig (Double tail) M.D. S.E.
Total Assumed equal variance 2.66 0.067 3.52 94 0.001 4.39 5.67
Assumed unequal variance 3.52 93.32 0.001 4.39 5.66
Individual selection Assumed equal variance 0.95 0.45 2.59 94 0.006 1.10 3.45
Assumed unequal variance 2.59 92.48 0.006 1.10 3.43
Completion filling Assumed equal variance 0.63 0.31 1.68 94 0.029 1.09 1.31
Assumed unequal variance 1.68 93.72 0.029 1.09 1.33
English reading Assumed equal variance 0.39 0.32 0.74 94 0.002 1.09 2.62
Assumed unequal variance 0.74 92.29 0.002 1.09 2.63
English writing Assumed equal variance 0.75 0.47 0.58 94 0.015 1.11 3.47
Assumed unequal variance 0.58 92.76 0.015 1.11 3.48

Teaching evaluation system

Primarily index Secondary index Tertiary index
Teaching background evaluation A1 Teaching background B1 Standard requirements C1
Student learning C2
Student interest C3
The timeliness of the course content C4
The practicality of the course content C5
Maintenance of teaching equipment C6
Teaching target B2 Comprehensiveness C7
Operability C8
Pre-teaching evaluation A2 Pre-teaching test B3 Student cognition level C9
The design of the front test C10
The focus of the test C11
Test feedback C12
Teaching process evaluation A3 Participatory teaching B4 The richness of learning resources C13
Application of teaching auxiliary technology C14
Presentation of course knowledge C15
Classroom atmosphere creation C16
Teaching situation C17
The guidance of the teacher’s role C18
Student attitude C19
Student problem solving ability C20
Student interaction frequency C21
Product quality evaluation C22
Teaching results evaluation A4 Post-teaching test B5 Scientific C23
Validity C24
Test difficulty C25
Analysis of test results C26
Fairness of achievement C27
Teaching summary B6 Achievement of teaching goals C28
Teaching plan expectation C29
Teaching reflection C30
Improved teaching ability C31
Improve teaching efficiency C32
Student collaboration learning C33
English level of students C34
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